Massachusetts School and District Profiles

Boston College
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2014
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Annual Goals

This report lists the annual improvement goals reported to ESE in the educator preparation program provider’s state annual report. Providers may report up to three goals for the upcoming year and are asked to report on progress made toward the prior year’s goals. Annual goals are reported in May of the academic year listed.

Annual Goals - 2014
Educator preparation program improvement goals for the upcoming program year
Goal #1 Faculty and administration at Boston College?s Lynch School of Education will continue their commitment to continuous improvement with an explicit focus on the emerging CAEP Standards and their intersection with ESE Program Approval Standards as we prepare for our CAEP/ESE joint visit in Fall 2016. Toward that end, we will continue to collect and use data as we enrich our culture of evidence that supports our commitment to preparing competent and caring educators that meet partnering district needs as well as districts across the country that hire our candidates.
Goal #2 Consistent with the B.C. commitment to collaborate with school districts across a broad range of social contexts, public and private, we will establish an Advisory Board to include B.C. faculty across an array of disciplines, and Prek-12 teachers, guidance counselors and administrators, to ensure that together we are preparing candidates to meet the needs of the children and families in schools and communities. Focus areas will include the needs of English Language Learners, implementation of the Common Core State Standards, College Readiness, Social Emotional Learning and Teacher Performance Assessment.
Goal #3 The ESE Network for Transforming Educator Preparation (NTEP) initiatives provide the context for a goal for the forthcoming year as Boston College faculty & administration consider how these initiatives will impact our teacher education programs in terms of curriculum, field experiences, supervision, and the specifically the course content for the Inquiry Seminar. Toward that end, three B.C. senior administrators are serving on two NTEP Task Force groups. One group is charged with exploring options for a reliable & valid teacher performance assessment to replace the ESE PPA. B.C. has agreed to pilot the new assessment in the next year. The other group is charged with developing indicators for the new Professional Standards for Teachers at the pre-service level thus establishing a common language across the professional lifespan.

Annual Goals - 2013
Educator preparation program improvement goals from the prior year
Goal #1 Boston College's Lynch School of Education will continue its ten year commitment to prepare educators to teach English Language Learners in mainstream classrooms, to not only meet, but to exceed all criteria set forth by DESE in compliance with new regulations for the RETELL initiatives and SEI Endorsement across all programs. Moreover, we will develop a plan for SEI professional development for all faculty and adjunct clinical faculty supervisors across all programs, as well as for practitioners in our partnership schools K-12, in the forthcoming academic year.
Goal #2 Boston College's Lynch School of Education will continue revise and develop curriculum for the capstone Inquiry Seminar class which is co-requisite to the full time practicum for all candidates in licensure programs. We will continue to draw on lessons learned from Spring 2011 to date, from integrating key components of edTPA in the Inquiry Seminar. Moreover, the curriculum for Full Practicum and Inquiry Seminars will continue to require evidence of our candidates' ability to develop an inquiry stance in daily practice, as well as evidence of our candidates' ability to assess and promote pupil learning, as required in the B.C. enhanced Pre-Service Performance Assessment Plus.
Goal #3 Boston College is well positioned, through our Collaborative Fellows Program, (1999 to present) to address the revised regulations for Program Approval, which call for evidence of Collaboration and Program Impact through collaborative partnerships with local districts. In the year ahead, we will rigorously continue to recruit school-based practitioners in our Partnership Schools (urban and suburban) in the greater Boston area, to engage with our students and faculty in educator preparation programs through this program, which has a rich history of research, and outreach to build bridges between theory and practice for teacher preparation, school guidance counseling, mental health counseling and educational leadership. A detailed report can be found at: http://www.bc.edu/content/dam/files/schools/lsoe/pdf/FINAL_CFPR09.pdf

Progress Toward Goals - 2013
Progress made toward prior program year goals
Goal #1 Boston College's Lynch School of Education successfully achieved this goal by earning ESE approval in compliance with new regulations for the RETELL initiatives and SEI Endorsement across all programs. Moreover, we successfully implemented an intensive SEI professional development program for all adjunct clinical faculty supervisors across all programs. We are in the stage of designing SEI professional development modules for practitioners in our partnership schools K-12, with an initial pilot in place for summer 2014.
Goal #2 Boston College's Lynch School of Education continues to revise and develop curriculum for the capstone Inquiry Seminar integrating key components of edTPA to ensure candidates' ability to develop an inquiry stance in daily practice and to assess and promote pupil learning. Moreover, our Director of Assessment serves on the ESE NTEP Task Force which is charged with adopting, adapting or creating a Teacher Performance Assessment that is reliable and valid. B.C. has been invited to participate in a Pilot of the new assessment in Fall 2015.
Goal #3 Boston College continues to be well positioned, through our Collaborative Fellows Program, (1999 to present) to address the state and national regulations which call for evidence of Collaboration and Program Impact through collaborative partnerships with local districts. Most recently, the Lynch Leadership Academy has expanded to include a cohort model of Aspiring Principles for select teacher (Fellows) who have the opportunity to learn, observe, practice and implement new skills and to receive feedback from expert practitioners, thereby significantly improving their professional capacity for a direct and measurable impact on student achievement. A detailed report can be found at: http://www.bc.edu/content/dam/files/schools/lsoe/pdf/FINAL_CFPR09.pdf and at: http:/www.bc.edu/schools/csom/lynchacademy.html.